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Yükseköğretimde Akran Zorbalığına İlişkin Öğretim Elemanlarının Görüşleri

Year 2022, Volume: 12 Issue: 3, 474 - 485, 31.12.2022
https://doi.org/10.2399/yod.21.832834

Abstract

Bu çalışmanın amacı, yükseköğretimde akran zorbalığına ilişkin öğretim elemanlarının görüşlerinin incelenmesidir. Nitel araştırma yöntemlerinden olgubilim (fenomenoloji) deseni ile gerçekleştirilen çalışmada İstanbul, Ankara, Edirne, İzmir ve Manisa’daki devlet üniversitelerinde görev yapmakta olan 14 öğretim elemanından yarı yapılandırılmış görüşme formu aracılığı ile veri toplanmıştır. Elde edilen veriler, nitel veri analizi programı MAXQDA aracılığıyla çözümlenmiş ve belli temalar altında kodlanmıştır. Araştırma sonucundan elde edilen bulgularda yükseköğretim kademesinde en sık görülen zorbalık türlerinin sözel ve psikolojik (duygusal) zorbalık olduğu ortaya çıkmıştır. Katılımcıların çoğu, tanık oldukları akran zorbalığı olaylarına dolaylı olarak müdahale ettiklerini belirtirken, öğrencilerin yaşça büyük olmasının ve pedagojik açıdan zorbalığa müdahale edecek kadar kendilerini yeterli hissetmemelerinin bu konuda etkili olduğunu ifade etmişlerdir. Bununla birlikte katılımcı öğretim elemanları, zorbalığı önleme ve müdahale etmeye yönelik hizmet içi eğitimlerin düzenlenmesi gerektiğini önererek fakülte yönetiminin bu eğitimleri organize etme ve zorbalık konusunda kurumsal önleyici politikalar oluşturmada aktif rol oynamasının önemine dikkat çekmişlerdir.

References

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  • Akyol, N. A., Yıldız, C., & Akman, B. (2018). Öğretmenlerin akran zorbalığına ilişkin görüşleri ve zorbalıkla baş etme stratejileri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33(2), 439–459.
  • Al-Hussain, S. M., Al-Haidari, M. S., Kouri, N. A., El-Migdadi, F., Al-Safar, R. S., & Mohammad, M. A. (2008). Prevalence of mistreatment and justice of grading system in five health related faculties in Jordan University of Science and Technology. Medical Teacher, 30(3), e82–e86.
  • Al-Rahmi, W. M., Yahaya, N., Alamri, M., Aljarboa, N., Kamin, Y., & Moafa, F. (2019). A model of factors affecting cyber bullying behaviors among university students. IEEE Access, 7, 2978–2985.
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  • Arora, C. M. (1996). Defining bullying: Towards a clearer general understanding and more effective intervention strategies. School Psychology International, 17(4), 317–329.
  • Arslan, S. Ö., & Savaşer, S. (2009). Okulda zorbalık. Milli Eğitim Dergisi, 184, 218–227.
  • Baldry, A. C., & Farrington, D. P. (2007). Effectiveness of programs to prevent school bullying. Victims & Offenders, 2(2), 183–204.
  • Bauman, S. (2007). Cyberbullying: A virtual menace. National Coalition Against Bullying National Conference, November 2–4, 2007, Melbourne, Australia.
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  • Farrington, D. (1993). Understanding and preventing bullying. Crime and Justice, 17, 381–458.
  • Faucher, C., Jackson, M., & Cassidy, W. (2014). Cyberbullying among university students: Gendered experiences, impacts, and perspectives. Education Research International, 2014, Article ID 698545.
  • Furniss, C. (2000). Bullying in schools: It’s not a crime – is it? Education and the Law, 12(1), 9–29.
  • Garrett, A. (2003). Bullying in American schools: Causes, preventions, interventions. Jefferson, NC: McFarland Company, Inc., Publishers.
  • Glendenning, D. (2012). Education and the law. London: Bloomsbury.
  • Goroshit, M., & Hen, M. (2016). Teachers’ empathy: Can it be predicted by self-efficacy? Teachers and Teaching: Theory and Practice, 22(7), 805–818.
  • Gorsek, A. K., & Cunningham, M. (2014). A review of teachers’ perceptions and training regarding school bullying. Pure Insight, 3(1), Article 6.
  • Gökler, R. (2007). İlköğretim öğrencilerinde akran zorbalığının bazı değişkenler açısından incelenmesi. Yayınlanmamış doktora tezi, Ankara: Ankara Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Hoel, H., Zapf, D., & Cooper, C. L. (2002). Workplace bullying and stress. In P. L. Perrewe, & D. C. Ganster (Eds.), Historical and current perspectives on stress and health (Research in occupational stress and well being) (Vol. 2, pp. 293–333). Bingley: Emerald Group Publishing Limited.
  • İğdeli, F. (2018). Üniversite öğrencilerinin siber zorbalık, siber mağduriyet ve siber zorbalık duyarlılıklarının çeşitli değişkenler bağlamında incelenmesi. Yayımlanmamış yüksek lisans tezi, Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir.
  • Jeong, S., Kwak, D. H., Moon, B., & San Miguel, C. (2013). Predicting school bullying victimization: Focusing on individual and school environmental/security factors. Journal of Criminology, 2013, Article ID 401301.
  • Karataş, M., & Ünalmış, A. (2019). İlköğretim 6, 7 ve 8. sınıf öğrencileri arasında yaşanan akran zorbalığının farklı değişkenler açısından incelenmesi (Tokat örneği). Avrasya Sosyal ve Ekonomi Araştırmaları Dergisi (ASEAD), 6(3), 381–396.
  • Kocaşahan, N. (2012). Lise ve üniversite öğrencilerinde akran zorbalığı ve sanal zorbalık. Yayımlanmamış yüksek lisans tezi, Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü, Balıkesir.
  • Levent, F., & Taçgın, Z. (2017). Examining cyberbullying tendency and multidimensional perceived social support status of teacher candidates. Turkish Online Journal of Educational Technology, 16(1), 37–46.
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  • Lincoln, Y. S., & Guba, E. G. (2013). The constructivist credo. Walnut Creek, CA: Left Coast Press.
  • Lund, E. L., Blake, J. J., Ewing, H. K., & Banks, C. S. (2012). School counselors’ and school psychologists’ bulling prevention and intervention strategies: A look into real-world practices. Journal of School Violence, 11, 246–265.
  • Merriam, S. B., & Tisdell E. J. (2016) Oualitative research (4th ed.) San Francisco, CA: Jossey-Bass.
  • Morkan Şahin, M. (2021). Ergenlerin akran zorbalığı algıları ile öğretmenlerin akran zorbalığına ilişkin tutumlarının incelenmesi. Yüksek lisans tezi, Ankara Üniversitesi Sağlık Bilimleri Enstitüsü, Ankara.
  • Murphy, H., Tubritt, J., & O’Higgins Norman, J. (2018). The role of empathy in preparing teachers to tackle bullying. Journal of New Approaches in Educational Research, 7(1), 17–23.
  • Myers, A., & Cowie, H., (2016). How can we prevent and reduce bullying amongst university students? The international Journal of Emotional Education, 8(1), 109–119.
  • Newcomer, K. E., Hathry, H., & Wholey, J. (2018). Handbook of practical program evaluation. San Francisco, CA: Jossey-Bass.
  • Olweus, D. (1994). Bullying at school: Basic facts and effects of a school based intervention program. Journal of Child Psychology and Psychiatry, 35(7), 1171–90.
  • Olweus, D. (2010). Understanding and researching bullying: Some critical issues. In S. R. Jimerson, S. M. Swearer, & D. L. Espelage (Eds.), Handbook of bullying in schools: An international perspective (pp. 9–33). London: Routledge/Taylor & Francis Group.
  • Olweus, D., & Limber, S. P. (2010). Bullying in school: Evaluation and dissemination of the Olweus bullying prevention program. American Journal of Orthopsychiatry, 80(1), 124–134.
  • Önder, F. C., Yurtal, F., & Özsezer, S. (2016). Okullarda zorbalığı önleme ve müdahale etmeye yönelik yapılan uygulamalar: Psikolojik danışman görüşleri. The Journal of Academic Social Science Studies, 52, 57–70.
  • Özkal, U. Ü. (2011). Üniversite öğrencileri arasında zorbalık ve zorbalığın psikolojik sorunlarla ilişkisi. Yayımlanmamış yüksek lisans tezi, Ankara Üniversitesi, Ankara.
  • Palaz, S. (2013). Turkish nursing students’ perceptions and experiences of bullying behavior in nursing education. Journal of Nursing Education and Practice, 3(1), 24–30.
  • Pişkin, M. (2002). Okul zorbalığı: Tanımı, türleri, ilişkili olduğu faktörler ve alınabilecek. Kuram ve Uygulamada Eğitim Bilimleri, 2(2) 531–562.
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The Opinions of Academic Staff on Peer Bullying in Higher Education

Year 2022, Volume: 12 Issue: 3, 474 - 485, 31.12.2022
https://doi.org/10.2399/yod.21.832834

Abstract

The aim of this study is to examine academic staff opinions on peer bullying in higher education institutions. In this phenomenological study, the data were collected by using a semi-structured interview form with 14 academic staff members teaching in public universities in Istanbul, Ankara, Edirne, Izmir, and Manisa. The obtained qualitative data were analyzed by using MAXQDA and coded under certain themes. The findings show that verbal and psychological (emotional) bullying is the most common type of bullying bullying in the classroom observed by the academic staff members. While most of the participants stated that they indirectly intervened in the cases of peer bullying they witnessed, having older students and feeling pedagogically not competent enough to intervene in bullying were the biggest challenges impeding action. When asked about their suggestions on the subject, the participants stated that in-service trainings about peer bullying at the institutional level should be organized and that faculty administrations should play an active role in organizing these trainings and creating institutional policies about peer bullying.

References

  • AERA (2013). Prevention of bullying in schools, colleges, and universities: Research report and recommendations. Washington, DC: American Educational Research Association.
  • Akduman, G. G. (2010). 7–14 yaş grubu çocuklarda akran istismarı ve kendi çözüm önerileri. Kuramsal Eğitimbilim Dergisi, 3(2), 12–26.
  • Akyol, N. A., Yıldız, C., & Akman, B. (2018). Öğretmenlerin akran zorbalığına ilişkin görüşleri ve zorbalıkla baş etme stratejileri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33(2), 439–459.
  • Al-Hussain, S. M., Al-Haidari, M. S., Kouri, N. A., El-Migdadi, F., Al-Safar, R. S., & Mohammad, M. A. (2008). Prevalence of mistreatment and justice of grading system in five health related faculties in Jordan University of Science and Technology. Medical Teacher, 30(3), e82–e86.
  • Al-Rahmi, W. M., Yahaya, N., Alamri, M., Aljarboa, N., Kamin, Y., & Moafa, F. (2019). A model of factors affecting cyber bullying behaviors among university students. IEEE Access, 7, 2978–2985.
  • Alzahrani, H. A. (2012). Bullying among medical students in a Saudi medical school. BMC Research Notes, 5, 335.
  • Arora, C. M. (1996). Defining bullying: Towards a clearer general understanding and more effective intervention strategies. School Psychology International, 17(4), 317–329.
  • Arslan, S. Ö., & Savaşer, S. (2009). Okulda zorbalık. Milli Eğitim Dergisi, 184, 218–227.
  • Baldry, A. C., & Farrington, D. P. (2007). Effectiveness of programs to prevent school bullying. Victims & Offenders, 2(2), 183–204.
  • Bauman, S. (2007). Cyberbullying: A virtual menace. National Coalition Against Bullying National Conference, November 2–4, 2007, Melbourne, Australia.
  • Bauman, S., & Hurley, C. (2005). Teachers’ attitudes and beliefs about bullying: Two exploratory studies. Journal of School Violence, 4(3), 49–61.
  • Beale, A. V., & Scott, P. C. (2001). “Bullybusters”: Using drama to empower students to take a stand against bullying behavior. Professional School Counseling, 4(4), 300–306.
  • Betts, L. (2015). Cyber bullying behaviours. In M. Khosrow-Pour (Ed.), Encyclopedia of information, science and technology (3rd ed., pp. 6727–6735). Hershey, PA: IGI Global.
  • Bosworth, K., Espelage, D. L., & Simon, T. R. (1999). Factors associated with bullying behavior in middle school students. Journal of Early Adolescence, 19(3), 341–362.
  • Cambridge Online Dictionary (2019). Bullying. Erişim adresi: https://dictionary.cambridge.org/tr/s%C3%B6zl%C3%BCk/ingilizce/bullying (19 Ekim 2019).
  • Campbell, M. (2016). Policies and procedures to address bullying at Australian universities. In H. Cowie, & C. A. Myers (Eds.), Bullying among university students (pp. 157–171). London: Routledge.
  • Copeland, W. E., Wolke, D., & Angold, A. (2013). Adult psychiatric and suicide outcomes of bullying and being bullied by peers in childhood and adolescence. JAMA Psychiatry, 70(4), 419–426.
  • Cowie, H., & Myers, A. (2014). Bullying amongst university students in the UK. International Journal of Emotional Education, 6(1), 66–75.
  • Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage.
  • Dikmen, M., & Tuncer, M. (2017). Akademisyenlerin siber zorbalığa yönelik algıları ve mücadele etme yöntemleri. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 31, 675–686.
  • Doğruer, N. (2015). Bullying scale development for higher education students: North Cyprus case. Yayımlanmamış doktora tezi, Eastern Mediterranean University, Gazimağusa, Northern Cyprus.
  • Dursun, S., & Levent, F. (2019). Okutmanlarla öğrenciler arasında yaşanan öğrenci zorbalığının okutmanların algılarına göre incelenmesi. Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 19(3), 956–980.
  • Elliot, M. (1997). 101 ways to deal with bullying: A guide for parents. London: Hodder & Stoughton.
  • Ergül Topçu, A. (2018). Okullarda akran zorbalığının yaygınlığı ve doğası üzerine bir derleme. Kriz Dergisi, 26(2), 1–10.
  • Erlandson, D. A., Harris, E. L., Skipper, B. L., & Allen, S. D. (1993). Doing naturalistic inquiry: A guide to methods. Newbury Park, CA: Sage Publications.
  • Farrington, D. (1993). Understanding and preventing bullying. Crime and Justice, 17, 381–458.
  • Faucher, C., Jackson, M., & Cassidy, W. (2014). Cyberbullying among university students: Gendered experiences, impacts, and perspectives. Education Research International, 2014, Article ID 698545.
  • Furniss, C. (2000). Bullying in schools: It’s not a crime – is it? Education and the Law, 12(1), 9–29.
  • Garrett, A. (2003). Bullying in American schools: Causes, preventions, interventions. Jefferson, NC: McFarland Company, Inc., Publishers.
  • Glendenning, D. (2012). Education and the law. London: Bloomsbury.
  • Goroshit, M., & Hen, M. (2016). Teachers’ empathy: Can it be predicted by self-efficacy? Teachers and Teaching: Theory and Practice, 22(7), 805–818.
  • Gorsek, A. K., & Cunningham, M. (2014). A review of teachers’ perceptions and training regarding school bullying. Pure Insight, 3(1), Article 6.
  • Gökler, R. (2007). İlköğretim öğrencilerinde akran zorbalığının bazı değişkenler açısından incelenmesi. Yayınlanmamış doktora tezi, Ankara: Ankara Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Hoel, H., Zapf, D., & Cooper, C. L. (2002). Workplace bullying and stress. In P. L. Perrewe, & D. C. Ganster (Eds.), Historical and current perspectives on stress and health (Research in occupational stress and well being) (Vol. 2, pp. 293–333). Bingley: Emerald Group Publishing Limited.
  • İğdeli, F. (2018). Üniversite öğrencilerinin siber zorbalık, siber mağduriyet ve siber zorbalık duyarlılıklarının çeşitli değişkenler bağlamında incelenmesi. Yayımlanmamış yüksek lisans tezi, Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir.
  • Jeong, S., Kwak, D. H., Moon, B., & San Miguel, C. (2013). Predicting school bullying victimization: Focusing on individual and school environmental/security factors. Journal of Criminology, 2013, Article ID 401301.
  • Karataş, M., & Ünalmış, A. (2019). İlköğretim 6, 7 ve 8. sınıf öğrencileri arasında yaşanan akran zorbalığının farklı değişkenler açısından incelenmesi (Tokat örneği). Avrasya Sosyal ve Ekonomi Araştırmaları Dergisi (ASEAD), 6(3), 381–396.
  • Kocaşahan, N. (2012). Lise ve üniversite öğrencilerinde akran zorbalığı ve sanal zorbalık. Yayımlanmamış yüksek lisans tezi, Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü, Balıkesir.
  • Levent, F., & Taçgın, Z. (2017). Examining cyberbullying tendency and multidimensional perceived social support status of teacher candidates. Turkish Online Journal of Educational Technology, 16(1), 37–46.
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage Publications.
  • Lincoln, Y. S., & Guba, E. G. (2013). The constructivist credo. Walnut Creek, CA: Left Coast Press.
  • Lund, E. L., Blake, J. J., Ewing, H. K., & Banks, C. S. (2012). School counselors’ and school psychologists’ bulling prevention and intervention strategies: A look into real-world practices. Journal of School Violence, 11, 246–265.
  • Merriam, S. B., & Tisdell E. J. (2016) Oualitative research (4th ed.) San Francisco, CA: Jossey-Bass.
  • Morkan Şahin, M. (2021). Ergenlerin akran zorbalığı algıları ile öğretmenlerin akran zorbalığına ilişkin tutumlarının incelenmesi. Yüksek lisans tezi, Ankara Üniversitesi Sağlık Bilimleri Enstitüsü, Ankara.
  • Murphy, H., Tubritt, J., & O’Higgins Norman, J. (2018). The role of empathy in preparing teachers to tackle bullying. Journal of New Approaches in Educational Research, 7(1), 17–23.
  • Myers, A., & Cowie, H., (2016). How can we prevent and reduce bullying amongst university students? The international Journal of Emotional Education, 8(1), 109–119.
  • Newcomer, K. E., Hathry, H., & Wholey, J. (2018). Handbook of practical program evaluation. San Francisco, CA: Jossey-Bass.
  • Olweus, D. (1994). Bullying at school: Basic facts and effects of a school based intervention program. Journal of Child Psychology and Psychiatry, 35(7), 1171–90.
  • Olweus, D. (2010). Understanding and researching bullying: Some critical issues. In S. R. Jimerson, S. M. Swearer, & D. L. Espelage (Eds.), Handbook of bullying in schools: An international perspective (pp. 9–33). London: Routledge/Taylor & Francis Group.
  • Olweus, D., & Limber, S. P. (2010). Bullying in school: Evaluation and dissemination of the Olweus bullying prevention program. American Journal of Orthopsychiatry, 80(1), 124–134.
  • Önder, F. C., Yurtal, F., & Özsezer, S. (2016). Okullarda zorbalığı önleme ve müdahale etmeye yönelik yapılan uygulamalar: Psikolojik danışman görüşleri. The Journal of Academic Social Science Studies, 52, 57–70.
  • Özkal, U. Ü. (2011). Üniversite öğrencileri arasında zorbalık ve zorbalığın psikolojik sorunlarla ilişkisi. Yayımlanmamış yüksek lisans tezi, Ankara Üniversitesi, Ankara.
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Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Original Empirical Research
Authors

Serap Öz 0000-0002-7291-5934

A. Faruk Levent 0000-0003-3429-6666

Publication Date December 31, 2022
Published in Issue Year 2022 Volume: 12 Issue: 3

Cite

APA Öz, S., & Levent, A. F. (2022). Yükseköğretimde Akran Zorbalığına İlişkin Öğretim Elemanlarının Görüşleri. Yükseköğretim Dergisi, 12(3), 474-485. https://doi.org/10.2399/yod.21.832834

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